Differences in Academic Growth as Measured in an Extended Day Program in a Public Elementary School.

Mayesky, Mary E.

Math and reading achievement scores were compared for extended day (ED) and non-extended day (NED) children in grades 1-3 of the Phillips Extended Day Magnet Program. In the before school (7:00-8:15 a.m.) and after school (2:45-6:00 p.m.) hours, ED children participated in an enrichment and remediation program in the core areas of math/science, art, music, physical education, individual tutoring, homework completion, and learning center/library and in special activities such as languages, weaving, drama, dance, karate, and wrestling. During school hours, the ED children attended the regular academic program at Phillips with NED children. There were no socioeconomic, social, or racial differences between ED and NED children. Achievement test data were collected for the first two years of the program for ED and NED children in two groups: Group 1 children were in first grade during 1977-78 and second grade in 1978-79 and Group 2 children were in second grade during 1977-78 and third grade in 1978-79. Results showed that in math, both Group 1 and Group 2 ED children significantly outscored NED children over the two program years. In reading, ED children had significantly higher reading scores than NED children only in Group 1. Due to the absence of controls, it could not be conclusively stated that the Extended Day Program alone accounted for these differences. However, it was concluded that some variable or combination of variables in the extended day environment made a positive contribution toward the children's academic growth. (JMB)